Publication:
Humanizing mathematics learning: Secondary students beliefs on mathematics teachers' teaching efficacy

Simple item page
dc.citedby2
dc.contributor.authorTarmizi M.A.A.en_US
dc.contributor.authorTarmizi R.A.en_US
dc.contributor.authorMokhtar M.Z.B.en_US
dc.contributor.authorid36544321100en_US
dc.contributor.authorid24464634000en_US
dc.contributor.authorid36544184200en_US
dc.date.accessioned2023-12-29T07:52:02Z
dc.date.available2023-12-29T07:52:02Z
dc.date.issued2010
dc.description.abstractThe importance of teaching mathematics as an integrated subject is recognized everywhere, not withstanding in Malaysia. Educating the pupils mathematically is more difficult, challenging and complex than teaching them some mathematics. In most of the countries including Malaysia the mathematical culture adapted in schools has the following characteristics viz. curriculum of procedures, methods, skills, rules and algorithms which insist on 'doing' mathematics rather than 'thinking' mathematics. Issues such as quantum of mathematics content, completion of stipulated syllabus in the given rigid time, examinations, interests and cognitive level of the learners were not given due considerations. Teachers generalize the learners ability i.e., teacher plans the lesson, teaches the lesson aiming at the average generalized ability of the learner considering it as every student's ability. It is evident that Mathematics teaching is dominated by dehumanisation, depersonalisation and decontextualisation. Students many times confused why are they learning about algebra, trigonometry theoretical proofs of theorems. Teaching mathematics in school classrooms is not contextual hence the aims of mathematically inclined learners are not realized by the students. The purpose of this study is to investigate the extent of humanizing mathematics among secondary mathematics teachers based on student's perception of their teachers' practices in the classroom, specifically their beliefs about the classroom context such as the role and functioning of the mathematics teacher in the classroom. The mean scores for students' beliefs in their teachers' role and functioning in the mathematics classroom were positive with high ratings on showing step-by-step procedures in solving mathematical problems. Students also showed positive beliefs on teachers' role in making mathematics learning enjoyable, interesting, and making learning mathematics understandable, meaningful and a friendly atmosphere. � 2010 Elsevier Ltd.en_US
dc.description.natureFinalen_US
dc.identifier.doi10.1016/j.sbspro.2010.12.073
dc.identifier.epage536
dc.identifier.scopus2-s2.0-78651254644
dc.identifier.spage532
dc.identifier.urihttps://www.scopus.com/inward/record.uri?eid=2-s2.0-78651254644&doi=10.1016%2fj.sbspro.2010.12.073&partnerID=40&md5=6f3e795441baa608d6dbc526e0b392fd
dc.identifier.urihttps://irepository.uniten.edu.my/handle/123456789/30728
dc.identifier.volume8
dc.pagecount4
dc.publisherElsevier Ltden_US
dc.relation.ispartofAll Open Access; Bronze Open Access
dc.sourceScopus
dc.sourcetitleProcedia - Social and Behavioral Sciences
dc.subjectBeliefs in mathematics classroom context
dc.subjectHumanizing mathematics learning
dc.subjectMathematical beliefs
dc.titleHumanizing mathematics learning: Secondary students beliefs on mathematics teachers' teaching efficacyen_US
dc.typeConference paperen_US
dspace.entity.typePublication
Files
Collections
SCOPUS